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Valuing diversity: guidance for labour market integration of migrants

This type of approach emphasises the individual as a departure point for the
integration processes, acknowledging the cultural dimension as an influential
aspect over individual perceptions, beliefs and motivations.

5.1.3. Guidance for immigrants

5.1.3.1. Activities developed

The most widespread activities are information, advising and signposting
activities, both in group (the Kumulus project uses collective sessions) or
individual, found in most practices, either as autonomous processes or
intertwined with more complex interventions. Information may also be the single
activity (as with the migration integration portal in Italy).
Except for two, all projects report interviews and individual skills
assessment, or mention counselling activities in which some type of assessment
is implied. In the case of the validation centre in Malmo, Sweden, of the IQ
network in Berlin, and in the vocational guidance for immigrants in Catalonia, the
assessment dynamics are directly related to validation and recognition
processes.
In other cases, such as the Portuguese professional insertion offices and the
programme PIA Frankfurt, the assessment/profiling processes aim at establishing
personal plans which will lead experienced workers to recognition and validation
processes in other competent entities.
Counselling activities are widespread across practices (reported in 11
cases), both in collective and individual sessions, since they are generally
perceived as an effective way to stimulate self-awareness and clarify career
options. Counselling can be flexible and may include informing, teaching and
assessment moments and perform other functions beyond career development.
The local integrated programmes for the social inclusion of vulnerable
groups in Greece include in their counselling sessions the assessment of
entrepreneurial potential and methods aimed at developing skills to support
business initiatives. The +development project provides psychological support to
the clients and their families as part of its counselling activities.
Teaching activities are normally associated with guidance for immigrant
integration in two situations:
(a) proficiency in the host country native language;
acquisition of basic knowledge about the host country’s history, values and
systems. Needs are assessed, advice is given and a first sketch of personal
plans is developed (as in the Estonian Eesti keele õpe & Kodanikuharidus ja
kodakondsus, the Latvian active employment measures, the professional

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